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Direct linkRoth, Amanda; Goldman, Crystal; Amorao, Amanda Solomon; Turnbow, Dominique – portal: Libraries and the Academy, 2023
This article offers a case study of using a flipped, synchronous virtual workshop to introduce first-year writing students to the "Scholarship as Conversation" frame of the ACRL Framework for Information Literacy for Higher Education. Before the workshop, students completed an asynchronous Preventing Plagiarism Tutorial that introduced…
Descriptors: Writing Instruction, Freshman Composition, College Freshmen, Flipped Classroom
Re-Imagining Narrative Writing and Assessment: A Post-NAPLAN Craft-Based Rubric for Creative Writing
Michael D. Carey; Shelley Davidow; Paul Williams – Australian Journal of Language and Literacy, 2022
According to creative writing pedagogies academic Susanne Gannon ("English in Australia, 54"(2), 43-56, 2019), and the Federal government-commissioned NAPLAN review (McGaw et al., 2020), NAPLAN has restricted how writing is taught in secondary schools. A NAPLAN-influenced structural approach to teaching writing has subsumed the…
Descriptors: Scoring Rubrics, Creative Writing, Writing Evaluation, National Competency Tests
Kostopoulou, Stergiani; O'Dwyer, Fergus – Language Learning in Higher Education, 2021
This evidence-based, procedural paper outlines academic writing peer review practices conducted by Pre-Master's Pathway and pre-undergraduate Foundation programme students at two Irish universities. The theoretical framework section presents the view that formative teacher feedback on student writing alone is insufficient, suggesting sustainable…
Descriptors: Peer Evaluation, Second Language Learning, Second Language Instruction, Undergraduate Students
Download full textPatel, Rakhee; Jabin, Nico; Bussard, Loraine; Cartagena, Javiera; Haywood, Sarah; Lumpkin, Michael – Education Endowment Foundation, 2017
Switch-on is an intensive, targeted literacy intervention that aims to improve the reading skills of pupils who are struggling with literacy. There are two versions of the intervention: Switch-on Reading and Switch-on Reading and Writing. Both involve specially trained Teaching Assistants (TAs) delivering a tailored programme of literacy support…
Descriptors: Literacy Education, Reading Instruction, Reading Skills, At Risk Students
Dockrell, Julie; Marshall, Chloë; Wyse, Dominic – Education Endowment Foundation, 2015
"Talk for Writing" is an approach to teaching writing that emphasizes three teaching methods: (1) 'imitation' (where pupils learn texts by heart, so they can discuss and dissect them); (2) 'innovation' (where pupils adapt stories to create their own versions); and (3) 'invention' (where teachers help pupils to create original stories).…
Descriptors: Foreign Countries, Writing Instruction, Teaching Methods, Imitation
Torgerson, David; Torgerson, Carole; Mitchell, Natasha; Buckley, Hannah; Ainsworth, Hannah; Heaps, Clare; Jefferson, Laura – Education Endowment Foundation, 2014
The Grammar for Writing intervention is a curriculum intervention aimed at improving writing skills by providing contextualised grammar teaching. This evaluation was set up as an effectiveness trial to test the impact of a four-week version of Grammar for Writing, delivered with the developer leading the recruitment and retention of the schools…
Descriptors: Grammar, Writing (Composition), Writing Skills, Program Evaluation
Torgerson, David; Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Heaps, Clare; Hewitt, Catherine; Mitchell, Natasha – Education Endowment Foundation, 2014
Self-Regulated Strategy Development (SRSD) is a writing process model in which students are encouraged to plan, draft, edit, and revise their writing. In this evaluation 23 primary schools and their Year 6 teachers in the Calderdale area of West Yorkshire were randomly allocated to receive training in the SRSD approach from an external consultant.…
Descriptors: Writing (Composition), Writing Instruction, Elementary School Students, Elementary School Teachers
Stokes, Laura; St. John, Mark – Inverness Research, 2008
The National Writing Project (NWP) is the nation's premier professional development network dedicated to improving the teaching of writing. The NWP network comprises nearly 200 local sites in all 50 states, Puerto Rico, and the Virgin Islands. This report presents the results of a seven-year survey study of teachers participating in NWP summer…
Descriptors: National Competency Tests, Teaching Experience, Faculty Development, Summer Programs
Peer reviewedCollege Composition and Communication, 1982
Designed to evaluate high school or college writing programs and writing instruction, this instrument includes six different questionnaires that provide information about the foundations of the writing program; teachers' assumptions, goals, and plans; classroom activities as observed by colleagues; the quality of writing assignments; the quality…
Descriptors: Adult Education, High Schools, Postsecondary Education, Program Content
Peer reviewedBowden, Darsie – Writing Center Journal, 1995
States that one liberating feature of modern writing centers is the way they oblige individuals to (re)examine conventional definitions. Argues that writing centers contribute to developments in writing pedagogy. Describes the WCCD (Writing Center Conference Diagnostic) test and how it is used in writing centers. Discusses success and failure in…
Descriptors: Higher Education, Program Evaluation, Teacher Student Relationship, Writing Instruction
Horner, Annette; Jacobson, Karen H. – 1985
An action research project was undertaken to understand how the Writing Laboratory at Reading Area Community College (RACC) defines and accomplishes its work, what faculty and students expect of the lab, and how they make use of it. The investigation sought to foster discussion and reflection on the appropriate role and staffing of a college…
Descriptors: Community Colleges, Learning Laboratories, Participant Satisfaction, Program Evaluation
District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation. – 1980
The intent of this evaluation report is to provide information obtained from a study of the Success in Reading and Writing Program pilot project initiated in the Washington, D. C. public schools in 1978-79. The first chapter of the report describes the Success in Reading and Writing Program, its goals and objectives, and the pilot project; states…
Descriptors: Primary Education, Program Descriptions, Program Evaluation, Reading Improvement
Bravi, Gerald D.; And Others – 1991
A study evaluated the effectiveness of the second year of the first-grade teachers in becoming more effective at working with students who are at-risk of failing to develop the reading and writing performance expectancies the teachers held for them. Subjects, a first-grade teacher and a resource teacher from each of 4 schools in Winnipeg,…
Descriptors: Attitude Measures, Early Intervention, Foreign Countries, Grade 1
Butler, Syd; Mansfield, Earl – 1993
Developed for two grade 8 English classes in a large metropolitan high school in British Columbia (Canada), this paper presents the procedures for implementing and evaluating a 6-week unit on lifewriting, the composing of stories based on personal experience. The Lifewriting Curriculum is provided--six lessons including activities in which…
Descriptors: Foreign Countries, Grade 8, High School Students, High Schools
Butte Coll., Oroville, CA. – 1985
A description is provided of a pilot study conducted at Butte College to develop and test evaluation procedures for the college's remedial and developmental reading, English, and math programs. Part I of the report includes five sections: (1) a description of the remedial reading, English, and mathematics programs as they existed at Butte College…
Descriptors: Academic Achievement, Basic Skills, Community Colleges, Developmental Studies Programs
